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Mention de date : July 2021
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Dépouillements
Ajouter le résultat dans votre panierInvestigation of the relationship between nursing students’ disgust sensitivity and caring behaviours / Ilknur Özkan in Nurse Education in Practice, Vol. 54 (July 2021)
Titre : Investigation of the relationship between nursing students’ disgust sensitivity and caring behaviours Type de document : Article Auteurs : Ilknur Özkan ; Seçil Taylan ; Derya Adibelli ; Feride Taskin Yilmaz Année de publication : 2021 Article en page(s) : 103090 Note générale : https://doi.org/10.1016/j.nepr.2021.103090 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude envers la santé ; Dégoût ; Elève infirmier ; Enseignement spécialisé en soins infirmiersMots-clés : Sensibilité au dégoût Dégoût à prodiguer des soins aux patients Résumé : Aim
This study aimed to investigate the disgust sensitivity of nursing students, the factors affecting this sensitivity, their caring behaviors and the relationships between these components.
Background
Disgust sensitivity has been conceptualized as the degree of disgust felt in response to various stimuli. Nursing students often encounter recognized disgust triggers in clinical practice, such as feces, mucus, urine, foul-smelling wounds and contact with the dead. The nursing students' disgust sensitivity can affect the way they think and may affect their care behaviors.
Design
The study used a descriptive cross-sectional design and was conducted with nursing students in a Turkish university nursing program (n = 577).
Methods
The study data was collected through the Disgust Sensitivity Scale-Revised Form and the Caring Assessment Questionnaire.
Results
Of the students in the study, 59.6% stated that they experienced disgust while providing care. A negative relationship was found between students’ total scores from the Disgust Scale and the Caring Assessment Questionnaire (p
Conclusions
In light of these findings, it can be said that the caring behaviors of nursing students are negatively influenced by disgust sensitivity. Hence, nurse educators need to evaluate students’ disgust sensitivity, help students to identify and address their disgust emotions, deal with disgust management strategies together and be aware of when students need support.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272686
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103090[article]
Titre : The impact of horizontal violence on the individual nurse: A qualitative research study Type de document : Article Auteurs : Breanne A. Krut ; Catherine M. Laing ; Nancy J. Moules Année de publication : 2021 Langues : Anglais (eng) Descripteurs : HE Vinci
Recherche qualitative ; Relation de travail ; Sécurité ; Violence horizontaleMots-clés : Infirmière nouvellement diplômée Disponible en ligne : Non Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272688
in Nurse Education in Practice > Vol. 54 (July 2021)[article]
Titre : Nursing students’ expectations of the process of writing a bachelor’s thesis in Sweden: A qualitative study Type de document : Article Auteurs : Ani Henttonen ; Bjöörn Fossum ; Max Scheja ; Marianne Teräs ; Margareta Westerbotn Année de publication : 2021 Article en page(s) : 103095 Note générale : https://doi.org/10.1016/j.nepr.2021.103095 Langues : Anglais (eng) Descripteurs : HE Vinci
Attente ; Développement de compétences ; Elève infirmier ; Enseignement ; Évaluation des besoins ; Rédaction scientifique ; SuèdeRésumé : While performing various academic work, such as writing a bachelor’s thesis, are known to be challenging for university students, less is known about students’ expectations in this regard.
Aim
The aim was to describe students’ expectations of the upcoming process of writing a bachelor’s thesis.
Design
The study employed an explorative, qualitative approach with a single, written open-ended question design.
Methods
The data were collected consecutively 2013–2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.
Results
The students’ accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor’s thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.
Conclusions
The nursing students’ expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor’s thesis and similar academic student papers. This study adds to the research on students’ studying and learning in nursing education by bringing to the fore students’ expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272710
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103095[article]
Titre : Flexible rostering in nursing student clinical placements: A qualitative study of student and staff perceptions of the impact on learning and student experience Type de document : Article Auteurs : Judy Brook ; Charlotte Kemp Année de publication : 2021 Article en page(s) : 103096 Note générale : https://doi.org/10.1016/j.nepr.2021.103096 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Environnement d'apprentissage ; Recherche qualitative ; Stage pratique guidéMots-clés : Listes flexibles Placements cliniques Résumé : Aim
To explore whether a flexible rostering system for nursing students during their clinical placements enhanced their experience and contributed to a positive learning environment.
Background
In England, attrition from nursing programmes is an enduring issue, often related to student experience of clinical placements. Students juggle caring responsibilities, academic assessment and additional part-time jobs to mitigate financial hardship, while they are undertaking the clinical placement aspect of their courses. Flexible or self-rostering is a system that has been implemented with qualified practitioners in several NHS organisations and may present a solution to the need for flexibility in clinical placements for students.
Design
This was a qualitative pre-and post-intervention study.
Method
A flexible rostering system was co-produced with nursing and midwifery students and subsequently implemented in four in-patient areas in an inner-city NHS healthcare organisation between November 2019 and February 2020. Qualitative interview data were collected from participating students and NHS staff from participating clinical areas, before and after implementation between October 2019 and February 2020.
Results
Three focus groups and one interview were undertaken pre-intervention, involving 13 students. Seven students and seven staff participated in a focus group or interviews post implementation. Findings indicated that the flexible rostering system gave students control over their work-life balance and enabled them to feel empowered in their clinical areas, less anxious and more focused on their development. Clinical staff reported unexpected benefits in terms of student attitude and attendance, allowing them to focus on teaching rather than dealing with concerns or changing the rota. Some staff felt there were challenges with implementation, which both students and staff agreed could be addressed by developing rostering guidelines.
Conclusion
The findings indicate that wider implementation of the flexible rostering system should be recommended to capitalise on the personal and contextual benefits.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272712
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103096[article]
Titre : Global partnerships in nursing – A qualitative study in lessons for success Type de document : Article Auteurs : Dawn A. Morley ; Sheila Cunningham Année de publication : 2021 Article en page(s) : 103069 Note générale : https://doi.org/10.1016/j.nepr.2021.103069 Langues : Anglais (eng) Descripteurs : HE Vinci
Diversité culturelle ; InterdisciplinaritéMots-clés : Sensibilité culturelle Internationalisation Partenariat mondial Résumé : Global nursing partnerships can develop cultural competence and standardisation across international nurse education programmes. Issues of context, cultural awareness and modes of engagement can influence the success of international collaboration. The ‘Supporting Internationalisation of Traineeships in the Healthcare Sector’ project, funded from 2017, brought together nine international partners from Finland, Poland, Spain and the UK to develop a pan-European quality audit process for clinical learning environments. As part of the evaluation, eight project partners were interviewed about the project and their criteria for a successful global partnership. The interviews allowed insight into previously hidden aspects of implementation. The importance of a scoping period for nursing global partnerships was highlighted that built on cultural diversity to explore common understandings. Attention to the use of prior expertise in internationalisation, or project objectives, could accelerate a global partnership to achieve a greater potential in its outcomes and cultural sensitivity. Framed in a clear structure, it is possible for global partnerships to embed ownership, autonomy and individual voice in partner organisations. The research concludes that only by growing international champions through funded and well constituted projects, that a genuine impact on the global health and educational needs in nursing can be met. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272713
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103069[article]
Titre : Automated essay scoring (AES) of constructed responses in nursing examinations: An evaluation Type de document : Article Auteurs : Tracey C. Stephen ; Mark C. Gierl ; Sharla King Année de publication : 2021 Article en page(s) : 103085 Note générale : https://doi.org/10.1016/j.nepr.2021.103085 Langues : Anglais (eng) Descripteurs : HE Vinci
Évaluation des acquis scolaires ; Institut de formation en soins infirmiers ; NotationMots-clés : Notations automatisées de dissertations Résumé : Nursing students’ higher-level thinking skills are ideally assessed through constructed-response items. At the baccalaureate level in North America, however, this exam format has largely fallen into disuse owing to the labor-intensive process of scoring written exam papers. The authors sought to determine if automated essay scoring (AES) would be an efficient and reliable alternative to human scoring. Four constructed-response exam items were administered to an initial cohort of 359 undergraduate nursing students in 2016 and to a second cohort of 40 students in 2018. The items were graded by two human raters (HR1 & HR2) and an AES software platform. AES approximated or surpassed agreement and reliability measures achieved by the HR1 and HR2 with each other, and AES surpassed both human raters in efficiency. A list of answer keywords was created to increase the efficiency and reliability of AES. Low agreement between human raters may be explained by rater drift and fatigue, and shortcomings in the development of Item 1 may have reduced its overall agreement and reliability measures. It can be concluded that AES is a reliable and cost-effective means of scoring constructed-response nursing examinations, but further studies employing greater sample sizes are needed to establish this definitively. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272714
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103085[article]
Titre : Midwives’ experiences of completing written feedback: The emotions, challenges and solutions Type de document : Article Auteurs : Kirsty L. Haywood ; Sandra Carr ; Alexandra M. Tregonning Année de publication : 2021 Article en page(s) : 103097 Note générale : https://doi.org/10.1016/j.nepr.2021.103097 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Sage-femme ; Stage de formation cliniqueMots-clés : Évaluation des étudiants Formation des sages-femmes Résumé : Aim
Written feedback is a valued learning tool for midwifery students, providing information on clinical performance with the aim to improve future practice.
One aim of this study was to explore the experiences of midwives in completing written feedback in the clinical setting.
Design
This qualitative study is situated within a hermeneutic phenomenological framework.
Methods
Data were collected through focus groups and individual interviews, then transcribed and subjected to thematic content analysis.
Results
Three interconnected themes of Emotions, Challenges and Solutions were identified. Midwifery participants experienced strong emotional reactions (anxiety, guilt, frustration) around the completion of written feedback in the clinical setting due to four challenges (lack of time, continuity, clarity of feedback content and direct supervision), which resulted in solutions being employed to offset or minimise problematic written feedback.
Conclusions
Completing written feedback in the clinical setting was a challenging experience for participants in this study, affecting their ability to do so in some cases. This is concerning as the literature is supportive of the positive impact written feedback has on the growth and potential of students.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272716
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103097[article]
Titre : Evaluation of a training program for community-based end-of-life care of older people toward aging in place: A mixed methods study Type de document : Article Auteurs : Chizuru Nagata ; Masae Tsutsumi ; Asako Kiyonaga ; Hiroshi Nogaki Année de publication : 2021 Article en page(s) : 103091 Note générale : https://doi.org/10.1016/j.nepr.2021.103091 Langues : Anglais (eng) Descripteurs : HE Vinci
Evaluation de l'enseignement ; Programme de formation ; Soins infirmiers communautaires ; Soins palliatifs ; Sujet âgé ; Sujet âgé de 80 ans ou plus ; VieillissementRésumé : Aims
To evaluate a training program that supports community-based service staff in implementing aging-in-place and end-of-life care programs.
Background
Globally, as the population ages, the need for end-of-life care has never been greater. Since Japan is facing the issues of a super-aged population sooner than most countries, there is a particularly urgent need to enhance end-of-life care for older people. Most Japan’s older people wish to spend their final days at home, however, only 11–13% end their lives at home, while 73% die in hospitals. As part of care system, small-scale community-based service for aging-in-place established across Japan in 2006 managed locally. These are flexible services using home or facility care or both for the individual to live long term at their preferred place. We developed the end-of-life care educational training program to encourage behavioral changes in community-based service staff of various readiness levels.
Design
Mixed methods study design.
Methods
A pre-post evaluation of knowledge, confidence and attitude toward end-of-life care, combining quantitative and qualitative data from 53 community-based service staff members who participated in the training program from September 2017 to September 2019. Participants were informed of the end-of-life care process using focus group discussions about end-of-life care and completed surveys evaluating the program before, immediately following and three months after the training. We used the four-level Kirkpatrick model as the evaluation indicator.
Results
Quantitative analysis results indicated that participants were satisfied with the training program. Their knowledge scores regarding end-of-life care significantly improved; they also experienced confidence gains and changes in attitudes, becoming more approving of end-of-life care. Qualitative data revealed details of participants’ satisfaction and what was learned. Through the focus group discussions, they created action plans for implementing end-of-life care programs, which some had accomplished in their local centers by the three-month follow-up.
Conclusions
These results suggest that the training program is effective for promoting end-of-life care through community-based services in Japan. Conducting follow-up training could effectively strengthen participants’ commitment to end-of-life care at community-based services. Use of the training program is expected to promote services to support aging-in-place.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272719
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103091[article]
Titre : Time for change? A qualitative exploration of the educational preparation and subsequent continuing professional development needs of nurse and midwife prescribers Type de document : Article Auteurs : Chanel L. Watson Année de publication : 2021 Article en page(s) : 103100 Note générale : https://doi.org/10.1016/j.nepr.2021.103100 Langues : Anglais (eng) Descripteurs : HE Vinci
Formation continue infirmier ; MentoratRésumé : Aim/objective
The aim of this study was to explore nurse and midwife prescribers’ perception of their educational preparation for the role and identify continuing professional development (CPD) requirements to generate practitioner-based knowledge with the potential to inform education and research, policy and practice.
Background
Educational preparation for the nurse and midwife prescribing role has remained relatively unchanged since its introduction and follows a model whereby practitioners engage in theoretical learning and learning situated within the clinical environment, facilitated by a dedicated medical mentor. No significant examination of this preparation has been undertaken in Ireland since 2009.
Design
This was a qualitative study, guided by elements associated with hermeneutic phenomenology.
Methods
Following research ethics approval and informed consent, 16 participants from 2 maternity hospitals participated in one-to-one audio recorded semi-structured interviews.
Results
Participants experience of the education programme varied with some acknowledging the importance of a broad pharmacological module whereas others believed it to be irrelevant given their prescribing scope was in many instances quiet narrow. The experience of being mentored by a medical doctor ranged from a positive learning experience to one which did not contribute to learning. Barriers to engaging with CPD were identified along with advancements in the practice arena which identify additional CPD requirements.
Conclusions
This study has generated practitioner-based knowledge which provides direction for future developments in the educational preparation of nurse and midwife prescribers, particularly around pharmacology and mentorship and outlines specific CPD requirements for practitioners.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272725
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103100[article]
Titre : Experiences of nursing students during clinical education in mental health clinics: A phenomenological qualitative study Type de document : Article Auteurs : Nevin Günaydin ; Sibel Arguvanli Çoban Année de publication : 2021 Article en page(s) : 103113 Note générale : https://doi.org/10.1016/j.nepr.2021.103113 Langues : Anglais (eng) Descripteurs : HE Vinci
Centres de santé mentale communautaires ; Elève infirmier ; Enseignement infirmier ; Recherche qualitative ; Soins infirmiersRésumé : Aim
Nursing students have both positive and negative experiences during clinical education. This study was conducted to identify experiences of nursing students during clinical education in mental health clinics.
Design
This phenomenological qualitative design study was conducted with 4th year undergraduate nursing students from a university in Turkey to identify their experiences specifically in mental health clinics.
Methods
The data were collected using focus groups interviews with 40 nursing students and assessed with the 7-stage phenomenological analysis method described by Colaizzi.
Results
Three main themes were determined: (i) the need for supportive interventions to cope with negative emotions; (ii) difficulty in translating theoretical knowledge into practice; and (iii) the lack of role model nurses and teaching staff.
Conclusions
The results of this study indicate that supportive interventions should be given to nursing students before clinical education. Also, the duration of clinical education, the teaching methods to be used and role model nurses and teaching staff effectiveness in clinical education should be planned carefully.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272727
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103113[article]
Titre : Is there a relationship between nursing students’ smartphone use, their fear of missing out and their care-related behaviour? Type de document : Article Auteurs : Aslihan Çatiker ; Gizem Deniz Bulucu Büyüksoy ; Kamuran Özdil Année de publication : 2021 Article en page(s) : 103111 Note générale : https://doi.org/10.1016/j.nepr.2021.103111 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement infirmier ; Médias sociaux ; Smartphone ; Soins infirmiersRésumé : Aim
This study aims to determine the relationship between smartphone use among intern nursing students, fear of missing out and their care-related behaviour.
Background
Today, smartphone use is common and fear of missing out is a prominent issue in our society; this behaviour and issue are linked and may lead to adverse consequences. Design: The study is conducted as a cross-sectional design.
Methods
The target population in this research consists of senior nursing students (n = 101). There was no sampling selection and the study was completed with 97 students who agreed to participate in the research. Data were collected with introductory questionnaire forms, the Smartphone Addiction Scale (SAS), the Fear of Missing Out Scale (FoMOs) and the Caring Assessment Questionnaire (Care-Q). The valid and reliable SAS, FoMOs and Care-Q were transformed into online forms and the link was distributed to the participants via online Google forms.
Results
Based on the results of the study, the mean scores were 83.30 ± 2.21 of SAS, 21.56 ± 6.42 for FOMOs and 5.54 ± 0.87 for Care-Q scale. There were statistically significant differences between gender and Care-Q score and between the duration of smartphone use, daily smartphone usage time and SAS score (p
Conclusions
Further research focusing on nursing students is recommended to identify potential adverse effects created by the use of smartphones and the fear of missing out. In addition, educators are recommended to develop guidelines and prepare new policies for smartphone use to minimise the potential negative effects of smartphone use and fear of missing out on student care behaviour.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272728
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103111[article]
Titre : New graduate employment in general practice: Perceptions of final-year nursing students Type de document : Article Auteurs : Kaara Ray B. Calma ; Anna Williams ; Susan McInnes ; Elizabeth Halcomb Année de publication : 2021 Article en page(s) : 103115 Note générale : https://doi.org/10.1016/j.nepr.2021.103115 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude ; Médecine générale ; Métier ; Perception ; Soins de santé primaires ; Soins infirmiersMots-clés : Nouveau diplômé Résumé : Aim/objective
This paper sought to investigate the perceptions of final-year nursing students regarding general practice nursing as a new graduate career path.
Background
General practice nurses have become increasingly important in providing community-based care, in response to the growing burden of chronic conditions and the ageing population. To sustain this workforce, there is a need to optimise strategies to promote a consistent supply of new graduate nurses.
Design
This qualitative descriptive study was undertaken within a sequential explanatory mixed methods project.
Methods
Data were collected through semi-structured telephone interviews with sixteen final-year nursing students from five Australian universities. Interviews were analysed using thematic analysis.
Results
Four main themes were identified, namely; a) general practice is not a priority career path, b) opportunities for skills development and consolidation, c) perceptions of employment conditions, and d) transition support is limited.
Conclusion
To meet current workforce needs in areas with increasing demand, nurse educators need to support undergraduate nursing students to explore a wide range of career pathways following graduation. Informed career choices and well-structured educational preparation during undergraduate education may be an effective strategy in building a sustainable future workforce in settings such as general practice.
Tweetable abstract
General practice nurses play a key role in addressing the growing needs of the community. This study revealed that final-year nursing students don’t always consider a career path in general practice as they are not well exposed to this setting in their undergraduate preparation.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272743
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103115[article]
Titre : Nursing students’ evolving professional values: Capturing their journey through co-operative inquiry Type de document : Article Auteurs : Sara White ; Desiree Tait ; Janet Scammell Année de publication : 2021 Article en page(s) : 103117 Note générale : https://doi.org/10.1016/j.nepr.2021.103117 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enquête ; Humanisation ; Soins ; Soins infirmiers centrés sur la personneRésumé : Aim/objective and Background
Despite a worldwide emphasis in nursing codes of practice that state nurses must uphold professional values to be caring and compassionate, evidence continues to emerge of poor-quality care standards. Existing literature attests to a tendency to deteriorating caring values as students’ progress through their nursing programme. In response, one university in England exposed pre-registration nursing students to a values-based curriculum which embedded Todres et al.’s (2009) Humanising Values Framework.
Design and Methods
This paper describes the later stages of a co-operative inquiry, where students as participants explore their evolving values around person-centred approaches to care as they engaged with clinical practice. Data were collected between 2013 and 2016.
Results and Conclusion
Findings reveal how students developed their confidence and resilience in the face of situations that challenged their value base by internalising a humanised approach to care. They demonstrated this in practice by using problem-based coping strategies, peer and mentor support. Engagement with a curriculum based on humanistic philosophy encouraged students as participants to feel confident in the practice of person-centred care.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272745
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103117[article]
Titre : Nurse anesthetists’ reflections and strategies when supervising master's students Type de document : Article Auteurs : Jessica Jans ; Karin Falk-Brynhildsen ; Martin Salzmann-Erikson Année de publication : 2021 Article en page(s) : 103120 Note générale : https://doi.org/10.1016/j.nepr.2021.103120 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Infirmières anesthésistes ; Master ; Supervision de stageMots-clés : Superviseur de stage Résumé : Objective
The objective was to describe registered nurse anesthetists’ reflections and strategies in relation to supervision of specialist nursing students in anesthetic care.
Background
In anesthesiology care, registered nurse anesthetists work with advanced care in a high-technology environment. The complexity of working with production requirements, time pressure and patient safety creates great challenges. Registered nurse anesthetists have a unique position and are responsible for the patient’s life during surgery. At the same time, they must supervise students without risking patient safety. Little research to date has focused on the clinical supervisory role in this context.
Design
A qualitative design was used.
Methods
The data were collected in 2018 from qualitative interviews with a purposive sample of twelve student registered nurse anesthetists from a large hospital in Sweden. The data were analyzed using content analysis.
Results
The results demonstrated that the dual role of registered nurse anesthetist and supervisor was experienced as satisfying, important and promoting development, although it also involved several challenges. Creating opportunities for supervision and learning in perioperative care improved supervisors’ prerequisites for supporting students and helping them develop. Being a supervisor was also rewarding, and given the interplay with students, supervision was viewed as a process of mutual growth.
Conclusion
By focusing on students and their learning, we can help produce well-qualified registered nurse anesthetists who have positive experiences of the workplace and who want to stay in their profession.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272746
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103120[article]
Titre : Scenario-based clinical simulation: Bridging the gap between intern-students’ anxiety and provision of holistic nursing care for preterm neonates Type de document : Article Auteurs : Zohour Ibrahim Rashwan ; Omayma Reda El Sheshtawy ; Ghada Elsayed Abdelhalim ; Rasha Salah Eweida ; Gehan Maher Khamis Année de publication : 2021 Article en page(s) : 103121 Note générale : https://doi.org/10.1016/j.nepr.2021.103121 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement de compétences ; Formation par simulation ; Prématuré ; Stage pratique guidé ; Unités de soins intensifs néonatalsMots-clés : Scénario clinique Résumé : Aim
This study aimed to determine the effect of Scenario-Based Clinical Simulation (SBCS) on nursing students’ anxiety and skills related to providing holistic nursing care for preterm neonates.
Background
Nursing students who are caring for preterm neonates experience high level of anxiety that might negatively influence their clinical performance. Clinical nurse educators face the challenge of preparing skilful and competent students within the constraints of limited orientation time in the Neonatal Intensive Care Unit (NICU). The application of SBCS provides students with opportunities to practice critical thinking, problem-solving and communication skills, pose questions and remediate their clinical deficiencies in non-threatening learning enviroment.
Design
A quasi-experimental, two groups, pre-post test study was carried out in the NICU of Specialized Hospital at Smouha, Alexandria.
Method
Sixty students completed a baseline skills assessment, as students' clinical skills were scored on a 148-item checklist and participants rated their anxiety. All participants received a didactic lecture and demonstrated nursing procedures. Research team facilitated an interactive SBCS session for the intervention group focused on the holistic care of preterm neonates and the common health problems affecting them. Two weeks later, two independent raters re-assessed the students' skills on the admitted preterms, and participants completed the anxiety questionnaire again.
Results
It is revealed that all participants in the intervention group (100%) had good skills after two weeks of SBCS compared to 20% of the control group (P
Conclusion
The application of SBCS in NICU provided an interactive learning experience, improved and sustained students' clinical skills. They reflected on their performance and remediated their skills in a conducive environment. So, they encountered less anxiety while providing holistic care for preterm neonates.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272747
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103121[article]
Titre : Nursing educators’ and undergraduate nursing students’ beliefs and perceptions on evidence-based practice, evidence implementation, organizational readiness and culture: An exploratory cross-sectional study Type de document : Article Auteurs : Daniela Cardoso ; Manuel Rodrigues ; Rui Pereira ; Vítor Parola ; Adriana Coelho ; Lucimare Ferraz ; Maria Lucília Cardoso ; Mary-Anne Ramis ; João Apóstolo Année de publication : 2021 Article en page(s) : 103122 Note générale : https://doi.org/10.1016/j.nepr.2021.103122 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Elève infirmier ; Enseignants ; Enseignement infirmier ; Pratique factuelle (EBP)Résumé : Aims
To describe the undergraduate nursing students’ and nursing educators' evidence-based practice beliefs, their extent of evidence-based practice implementation and their perspectives regarding organizational culture for evidence-based practice. To identify any relationship between the mentioned variables.
Background
The integration of evidence-based practice in nursing curricula is crucial to educate nursing students to incorporate evidence-based practice in their future clinical practice. Therefore, to promote its integration within nursing education, it is important to deeply understand how prepared academic institutions are for teaching about and supporting evidence-based practice integration.
Design
Cross-sectional study.
Methods
Nursing educators and undergraduate nursing students from nine Portuguese nursing schools were invited to participate in this study through an electronic survey comprising socio-demographic questions and the scales.
Results
Sixty-eight nursing educators replied to the survey. Most were female, have PhD and have evidence-based practice training. They showed mean scores of 88.92 ± 8.18 for evidence-based practice beliefs, 40.20 ± 18.93 for evidence-based practice implementation and 80.59 ± 17.52 for evidence-based practice organizational culture and readiness. Concerning nursing educator sample, there were moderate and statistically significant relationship between: evidence-based practice beliefs and implementation; and evidence-based practice beliefs and organizational culture and readiness for school-wide integration of evidence-based practice. Between evidence-based practice implementation and organizational culture and readiness for school-wide integration of evidence-based practice, there was a small relationship.
One hundred and sixty-seven undergraduate nursing students answered the survey. Mostly, they were female and were in third or fourth year of their nursing degree. Similarly, to educators, students showed mean scores of 58.69 ± 6.92 for evidence-based practice beliefs, 32.37 ± 16.97 for evidence-based practice implementation and 84.20 ± 23.48 for evidence-based practice organizational culture and readiness. Regarding undergraduate nursing student sample, there were moderate and statistically significant relationship between the different variables.
Conclusions
Both nursing educators and undergraduate nursing students had strong evidence-based practice beliefs, but low levels of evidence-based practice implementation. In nursing educators’ and undergraduate nursing students’ perspectives, there were opportunities in their schools for the development of an evidence-based practice culture. Based on results, support for development and testing of interventions, specifically tailored for promoting evidence-based practice implementation in nursing educational contexts, is recommended.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272749
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103122[article]
Titre : Nursing students’ attitude and preparedness for nurse prescribing and its relationship with self-efficacy Type de document : Article Auteurs : Hamidreza Haririan ; Azad Rahmani ; Joanne E. Porter ; Mehdi Heidarzadeh ; Arman Azadi ; Safieh Faghani ; Narges Moradi Année de publication : 2021 Article en page(s) : 103126 Note générale : https://doi.org/10.1016/j.nepr.2021.103126 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-efficacité ; Bienveillance ; Elève infirmierMots-clés : Attitude de l'élève infirmier Résumé : Aim
The number of countries where nurses are allowed to prescribe has increased over the past two decades. Nursing students’ self-efficacy has the main impact on their clinical and cognitive skills. The aim of this study is to determine nursing students’ attitudes and preparedness for nurse prescribing and its relationship with their perceived self-efficacy.
Design
The descriptive-correlational study
Methods
This study was conducted at five Nursing and Midwifery schools of Tabriz, Ardebil, Ilam, Ramsar, and Mashhad, Iran from March to July 2018. Through random sampling 250 undergraduate nursing students from the different geographical areas of Iran were selected. The research tool consisted of three parts including demographic information, nurse prescribing questionnaire, and a questionnaire on self-efficacy in patient care.
Results
Nursing students had a positive attitudes and relatively high levels of preparedness for nurse prescribing. However, near to half of the participants (48.4%) mentioned that they have not good knowledge of pharmacology. Also there was a significant positive correlation between the students’ self-efficacy and their attitudes and preparedness to nurse prescribing (p
Conclusions
Given the nursing students’ positive attitude to and their preparedness for nurse prescribing, it is possible to make them more prepared for this new role by increasing their pharmacological knowledge and improving their accountability, management, and leadership skills.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272750
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103126[article]
Titre : Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients Type de document : Article Auteurs : Amie Koch ; Miranda Ritz ; Anthony Morrow ; Kimberlee Grier ; Jacquelyn M. McMillian-Bohler Année de publication : 2021 Article en page(s) : 103123 Note générale : https://doi.org/10.1016/j.nepr.2021.103123 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Formation par simulation ; Jeu de rôle ; Personnes transgenres ; PréjugéRésumé : Objective
Increase student knowledge and comfort with caring for a transgender individual and confronting colleagues when exhibiting poor cultural intelligence.
Background
Transgender patients often experience health care inequities, including heteronormative microaggressions in communication and policies. Simulation has been a successful means of providing students with the education, tools, and experience necessary to combat systemic injustice in health care. Simulation is an interactive pedagogy that allows nursing students to practice assessment, patient care, and difficult conversations in a controlled, risk-free environment.
Design/ Methods
Prelicensure nursing students role-played a simulation created as an interactive learning strategy to promote culturally sensitive assessment of a transgender patient and their caregiver, including assessing for pronouns and providing patient-centered care. The simulation included preforming a difficult conversation between nurses to cultivate an environment of being an upstander. The simulation demonstrated holistic methods of assessing and supporting unique patient needs for the patient who is transgender.
Results
Nursing students reported they felt that their comfort with advocacy and ability to communicate with transgender patients, as well as with their families, and health care team members was enhanced after completing the simulation.
Conclusion
Simulation has the ability to reduce discomfort and discrimination in health care for transgender patients by equipping students with culturally sensitive and inclusive communication tools and providing them with risk-free environment where they can learn to provide care for this vulnerable population in preparation for successful future encounters.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272755
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103123[article]
Titre : Feedback as a balancing act: Qualitative insights from an experienced multi-cultural sample of doctoral supervisors in nursing Type de document : Article Auteurs : Debra Jackson ; Tamara Power ; Kim Usher Année de publication : 2021 Article en page(s) : 103125 Note générale : https://doi.org/10.1016/j.nepr.2021.103125 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Recherche qualitative ; Soins infirmiers ; SupervisionMots-clés : Doctorat Résumé : Aim
To better understand the views and experiences of experienced doctoral supervisors in nursing when providing feedback and critique to nursing doctoral students. Background: Feedback refers to information from a provider, intended to inform a receiver about the quality of their work in order for them to be able to see where improvements might occur and to signpost issues to be carried into future work. Feedback, particularly on student writing is central to successful doctoral supervision and is time consuming and labour-intensive for supervisors. Design: Qualitative. Methods: Following ethics approval and informed consent procedures, we gathered 962 min of interview data over a six-week period from 21 participants in four countries. During conversational-style interviews, participants shared their experiences of supervisionand elucidated on their experiences of providing feedback to doctoral students. Data were thematically analysed. Findings: Participants had more than 400 combined doctoral completions. As supervisors, participants aimed to strike a balance between helpful and empowering comments that motivated students to approach their work with renewed vigour and enthusiasm; and those that had the opposite effect of crushing and demoralising the student. ‘Feedback as a balancing act’ comprised four contributing themes with sub-themes. Findings reveal that feedback on student writing can remain a challenge for the duration of candidature. However, writing is an essential aspect of doctoral studies. It is through supervision that new nursing scholars are tutored and coached into the practices essential to creating disciplinary knowledge through writing. Our sample was drawn from multiple countries and included perspectives from various cultures. Despite the variation in countries and cultures, there was little variation in issues around feedback with all participants striving to provide clear, respectful feedback aimed at developing students and enhancing their skills. Conclusions: Supervision of doctoral student frequently involves working internationally and what while our sample was drawn from multiple countries and cultural perspectives, there was little variation in issues around provision of feedback to doctoral students. When considering feedback, our findings emphasise the importance of recognising feedback as a crucial educative process and one that is central to the production of a doctoral thesis. We argue that there is a need for nursing to move to developing and articulating meaningful and inclusive pedagogies of writing and doctoral supervision. We recommend universities support the development of such pedagogies and ensure that academic staff engaging in supervision are supported with the appropriate knowledge and skills to be optimally effective.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272756
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103125[article]
Titre : Understanding faculty perspectives of supports and barriers to interprofessional collaboration within a clinical scholars program: A qualitative study Type de document : Article Auteurs : Katherine A. Campbel ; Diane Fittipaldi ; Brenda Frie ; Patricia Finch Guthrie Année de publication : 2021 Article en page(s) : 103118 Note générale : https://doi.org/10.1016/j.nepr.2021.103118 Langues : Anglais (eng) Descripteurs : HE Vinci
Collaboration ; Enseignants ; Enseignement infirmier ; Équipe ; Pratique factuelle (EBP)Mots-clés : Formation interprofessionnelle Résumé : Aim
This study explores the faculty perspective of an interprofessional clinical scholars program to identify recommendations for strengthening team collaboration between academia and clinical practice.
Background
Interprofessional evidence-based practice, pairing higher education and clinical practice, is a critical part of nursing education.
Design
This qualitative study consisted of two phases of participant engagement, in both data collection and data analysis.
Methods
Specifically, faculty participated in a focus group discussion followed by a card sort of initial codes.
Results
The major themes identified are Unifying the Team and Navigating Layers of Challenge, encompassing concepts of teamwork and programmatic context that supported or disrupted interprofessional collaboration. This study affirms the importance of role clarity, connectedness, intentionality and continuity within clinical teams. Moreover, faculty identified barriers to teamwork based on workload, leadership turnover and constraining environmental forces.
Conclusions
Recommendations for effective teamwork in an interprofessional setting will strengthen future collaboration between higher education and clinical settings.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272758
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103118[article]
Titre : The effect of a situation model nursing education action program on gender-bias awareness and gender-friendliness barriers in novice nursing students Type de document : Article Auteurs : Hsiang-Chu Pai ; Pei-Ling Wu ; Wen-Yi Hsu ; Chao-An Hung ; Nai-Yu Liu ; Wen-Jiuan Yen Année de publication : 2021 Article en page(s) : 103129 Note générale : https://doi.org/10.1016/j.nepr.2021.103129 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Evaluation ; Identité de genre ; Préjugé ; Programme d'enseignement ; Sexisme ; Socialisation ; Stéréotypes de genreRésumé : Aim
This study presents a workshop on the Situation Model Nursing Education Action program, examines how to promote gender awareness and decrease barriers related to differences in gender friendliness through the implementation of this program and tracks the trends of the relevant variables.
Design
Pre- and post-observations and a cohort study were conducted.
Methods
A total of 58 nursing students (42 females and 16 males) were included. Nursing students were offered a gender-care intervention as two 90-minute workshops and surveys that measure gender awareness and gender friendliness were administered.
Results
The results concerned gender-bias awareness and gender-friendliness barriers scores across the four weeks of the program intervention, with the generalized estimated difference score compared with the Week 1 baseline. Mean student scores showed that gender-bias awareness was significantly decreased at Week 2 (p
Conclusions
The findings indicate that a faculty professional learning community workshop that facilitates intentional behavioral change can help faculty to become aware of gender bias, which can improve students’ gender awareness through clinical case discussion and lead to a decline in barriers to students’ gender friendliness.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272761
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103129[article]
Titre : A comparison of student and faculty attitudes on the use of Zoom, a video conferencing platform: A mixed-methods study Type de document : Article Auteurs : Shannon Vandenberg ; Morgan Magnuson Année de publication : 2021 Article en page(s) : 103138 Note générale : https://doi.org/10.1016/j.nepr.2021.103138 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Communication par vidéoconférence ; E-learning ; Education ; Elève infirmier ; Soins infirmiersMots-clés : ZOOM Résumé : Aim
The COVID-19 pandemic has generated opportunities and challenges for nursing education, with many nursing programs transitioning in-person courses to online delivery with varying degrees of success. This study aimed to compare the attitudes of baccalaureate nursing students and nursing faculty members towards the use of Zoom for nursing education in Alberta, Canada.
Design
A mixed-methods design was used to measure student and faculty attitudes.
Methods
Data were collected using a Likert-scale survey with the opportunity to share additional perceptions in the form of qualitative data. Quantitative data underwent descriptive analysis as well as inferential analysis comparing results from both groups. A thematic analysis was conducted for qualitative data.
Results
Most student and faculty participants favour in-person learning approaches to online platforms. Students' attitudes toward online practice experiences were overwhelmingly negative, citing concerns with lack of relational practice and skill development. Achievements and barriers were also identified with online learning.
Conclusions
With an uncertain future in nursing education, opportunities exist to examine current nursing education program delivery and thoughtfully augment in-person learning approaches with online methods.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272763
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103138[article]
Titre : Accommodating and supporting students with disability in the context of nursing clinical placements: A collaborative action research Type de document : Article Auteurs : Ruth Philion ; Isabelle St-Pierre ; Michelle Bourassa Année de publication : 2021 Article en page(s) : 103127 Note générale : https://doi.org/10.1016/j.nepr.2021.103127 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation scolaire ; Collaboration ; Elève infirmier ; Personnes handicapées ; Recherche sur les services de santé ; Soutien scolaireRésumé : Aim/objective
To examine issues and challenges encountered by university and clinical milieus in addressing the needs of students with disability during their clinical placements; and to identify existing or potential accommodation and support measures to address the challenges encountered.
Background
The influx of students with learning disabilities, attention deficit disorder [with or without hyperactivity], mental health disorders or on the autism spectrum has caused an increase in the number of students with disabilities of more than 900% in universities in the past decade. This increase is causing added pressures to both the academic services providing student assistance and the personnel responsible for these students’ clinical placements. While several studies have focused on measures designed to accommodate students with disabilities during their theoretical courses, only a small number worldwide have focused on student accommodation and support in the context of clinical placements. In the current paper, strategies highlighted in these studies were grouped under three categories: prior, during and post clinical placements.
Design
Collaborative action research conducted amidst three learning communities.
Methods
The larger study included learning communities from three disciplines: education, social work and nursing. Three tools helped guide the discussions: 1) brainstorming and classification tool; 2) contribution and feasibility tool; and 3) carrousel tool. The current study focusses solely on the findings from the five meetings of the nursing learning community (n = 14 participants).
Results
Six categories of challenges were documented: 1) Poor writing skills; 2) Difficulty adapting to clinical milieus; 3) Difficulty linking theory with practice and setting priorities; 4) Difficulty managing specific and situational needs; 5) Issues with interpersonal skills and overall attitude; and 6) Challenges pertaining to students’ professional responsibility to disclose their condition. Several accommodation and support measures were identified for each set of challenges and were also grouped under three categories: prior, during and post clinical placements.
Conclusions
Our study revealed that the issues identified could in fact be faced by any students, albeit their impact and complexity increased considerably when dealing with students with disability. It brought to light that the implementation of some of the measures identified will require changes to the structure of nursing programs. It also highlighted the ever-growing complexity of the clinical instructor role and the fact that clinical instructors do not always feel adequately prepared to support students with disability.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272764
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103127[article]
Titre : Transitional challenges in a two-plus-two nursing program: Phenomenology of student experiences Type de document : Article Auteurs : Amy B. Sweeney Année de publication : 2021 Article en page(s) : 103139 Note générale : https://doi.org/10.1016/j.nepr.2021.103139 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmierMots-clés : Programme de soins infirmiers deux plus deux Phénoménologie interprétative Résumé : Aim/Objective
With the concept of self-efficacy as a theoretical framework, this qualitative research study explored the academic, social and psychological challenges faced by students transferring from a community college into a baccalaureate nursing program.
Background
As the demand for baccalaureate-prepared nurses rises to meet the needs of more complex health care delivery environments, the two-plus-two educational model to earn the Bachelor of Science in Nursing (BSN) degree is gaining popularity across the country.
Design
Interpretative phenomenology was used to explore the lived experiences of students enrolled in a two-plus-two nursing program.
Methods
A purposeful sample of 16 junior and senior students in a two-plus-two nursing program completed a questionnaire describing positive and negative factors related to the transition process and the impact of these factors on the students’ perceived levels of self-efficacy academically and psychosocially.
Results
Lack of academic preparedness for baccalaureate-level work, high levels of anxiety during the transition period, reliance on internal and external social support systems and the need for guidance from faculty, staff and peer mentors were the primary themes reported by the participants. Several subthemes were also identified.
Conclusions
Many themes and subthemes identified in data analysis were found to be interrelated, suggesting the value of a holistic, multifaceted set of supportive resources to address the challenges experienced by students transitioning into two-plus-two nursing programs.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272765
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103139[article]
Titre : Perceptions of digital technology in nursing education: A qualitative study Type de document : Article Auteurs : Torbjørg Træland Meum ; Therese Brastad Koch ; Hanne Synøve Briseid ; Grete Lund Vabo ; Jannicke Rabben Année de publication : 2021 Article en page(s) : 103136 Note générale : https://doi.org/10.1016/j.nepr.2021.103136 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Recherche qualitative ; Soins infirmiers ; Technologie de l'éducationMots-clés : Baccalauréat Résumé : Aim
The aim of this study was to explore how digital technologies can facilitate interactive learning in a 15-credit theory module on basic nursing.
Background
Digital platforms are in widespread use in nursing education; however, the rapid technological advancement provides new opportunities to support teaching and learning. This indicates the need to explore how educational digital technologies can be used as an integral part of learning activities to promote quality and relevance in nursing education. This study was carried out at the Department of Nursing Science at a university in Norway. The university has been using a digital platform for many years and has recently adopted a new platform named Canvas in 2018.
Design
An explorative qualitative research design using focus group interviews.
Methods
Three focus group interviews were conducted with students and teachers involved in a 15-credit module in basic nursing as part of the first year of the bachelor program. A total of 10 participants were recruited for this study and data were analysed using systematic text condensation.
Results
The analysis resulted in three themes related to experiences with existing learning activities and general perceptions of digital technologies: ‘pedagogical methodology affects learning and social fellowship’; ‘need for varied, high-quality forms of learning’ and ‘need for structure and predictability’.
Conclusion
This study revealed several educational needs and emphasised the importance of digital competence involving professional knowledge and skills to facilitate the educational use of digital technologies.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272769
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103136[article]
Titre : “I’ve had horrible things said about me”: An inductive content analysis of nursing academic experiences of contra-power harassment from undergraduate nursing students Type de document : Article Auteurs : Martin Christensen ; Judy Craft ; Sara White Année de publication : 2021 Article en page(s) : 103132 Note générale : https://doi.org/10.1016/j.nepr.2021.103132 Langues : Anglais (eng) Descripteurs : HE Vinci
Brimades ; Comportement ; Elève infirmier ; Harcèlement scolaire ; Harcèlement sexuelRésumé : Aim
The aim of this study was to describe the experiences of nursing academics exposure to contra-power harassment by under-graduate nursing students.
Background
Contra-power harassment by nursing students is a growing phenomenon which is defined as the harassment of those ni formal positions of power by those who are not. Harassing behaviours can include verbal, physical and sexual and digital harassment through mediums such as social media. Cited behaviours perpetrated by under-graduate nursing students are often experienced after the release of grades.
Design
A self-administered online questionnaire was used to elicit responses to four open-ended questions regarding nursing academics experiences of contra-power harassment and nursing student incivility.
Method
Inductive content analysis was used to identify text patterns from the academic comments. Each of comments was read through to get a sense of the whole. Re-reading the comments allowed for open coding into broad headings which described a specified meaning. Categorising the broad headings into higher order sub-categories then made it permissible to record comments that belonged to a particular group. The development of the main category using abstraction was first undertaken by creating generic categories from the sub-categories using content-characteristic words. The development of the broad and sub-categories were assessed independently by two of the authors and after discussion, agreement was reached as to the structure of the generic categories.
Results
A total of 159 comments received from 82 nursing academics each describing incidents of contra-power harassment. Nursing academics were faced with several differing behaviours that were seen as aggressive, anger, manipulation and threats. These were viewed as both verbal and isolation attacks In all, four generic categories were identified – Experiencing Harassment; You’re Adding to My Stress; Being Set-up to Fail; Feeling Unsafe Professionally and Academically. Nursing academics describe experiencing the behaviours of contra-power harassment as being distressing, disturbing, frustrating, saddening and disappointing.
Conclusion
The behaviours expressed by nursing students tended to occur at the release of grades. Most academics were concerned for their own safety both emotionally and physically because of the unpredictability of student behaviour. Most academics understood the pressures nursing students faced, especially the international students. However, they were often challenged by the need to support student learning and maintaining professional standards of behaviour.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272770
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103132[article]
Titre : Clinical coaches and patient safety – Just in time: A descriptive exploratory study Type de document : Article Auteurs : Lorraine Thompson ; Frances Lin ; Annette Faithfull-Byrne ; Amanda Naumann ; Judith Gonzalez ; Kathryn Geisler ; Cheryle Moss Année de publication : 2021 Article en page(s) : 103134 Note générale : https://doi.org/10.1016/j.nepr.2021.103134 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement infirmier ; Mentorat ; Sécurité des patients ; Soins infirmiersMots-clés : Coach clinique Développement de la pratique Résumé : Patient safety in hospitals is a key priority. Clinical coaches who educate, support and coach staff to deliver safe, high quality care, are ideally placed to positively influence patient safety.
Aim
This study aimed to understand how clinical coaches in an education role, manage risk and support patient safety at the point of care.
Background
Patient safety has developed from a find and fix reactive model towards an approach which focuses on human performance, aiming to understand how individuals adapt and respond in complex systems to ensure ‘things go right’. Clinical coaches working as educators at the point of care, are uniquely placed to ensure ‘things go right’, supporting staff to anticipate and proactively respond to emerging issues, particularly when complex practice situations change unexpectedly. Clinical coach experiences of intervening ‘just in time’ to prevent errors incidents or omissions occurring at the point of care is unknown.
Design
This was a descriptive exploratory study conducted with registered nurses working in the role of clinical coach (n = 29).
Methods
Study data were collected through a purposefully designed survey.
Results
Clinical coaches intervened ‘just in time’ across a variety of clinical situations including medication errors, clinical procedures, documentation, assessment skills and clinical handover. Lower skill mix, higher patient acuity and the commencement of new staff influenced clinical coach ‘just in time’ interventions. Most of the clinical coaches had intervened with both junior and senior members of staff. Overall, clinical coaches spent up to 3–4 h every day proactively managing risk across a variety of clinical situations and staff.
Conclusions
Clinical coaches play an important role in ensuring patient safety by regularly intervening ‘just in time’ to prevent errors, omissions, or incidents from occurring at the point of care. The clinical coach role, which educates and supports staff to deliver safe, high quality care, makes a valuable contribution towards patient safety.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272772
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103134[article]
Titre : A literature review of emotional intelligence and nursing education Type de document : Article Auteurs : Manon Dugué ; Olivier Sirost ; Fabrice Dosseville Année de publication : 2021 Article en page(s) : 103124 Note générale : https://doi.org/10.1016/j.nepr.2021.103124 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement infirmier ; Formation ; Intelligence émotionnelle ; Performance ; Relation sociale ; SantéRésumé : Aim
The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education
Background
Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.
Design
Systematic literature review
Methods
Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.
Results
57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.
Conclusions
This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272776
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103124[article]
Titre : Is undergraduate nursing education sufficient for patient’s nutrition care in today’s pandemics? Assessing the nutrition knowledge of nursing students: An integrative review Type de document : Article Auteurs : Bobbi B. Laing ; Jennifer Crowley Année de publication : 2021 Article en page(s) : 103137 Note générale : https://doi.org/10.1016/j.nepr.2021.103137 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Formation ; Nutrition ; Soins infirmiersRésumé : Aim
To establish whether nurses are well prepared to provide nutrition care by identifying studies that evaluated undergraduate (baccalaureate) student nurses’ nutrition knowledge, practices and selfcare and to identify areas for improvement.
Background
The importance of nutrition care in health is well recognised, with poor nutrition behaviour contributing to many million deaths annually and to less resilience to COVID 19. Nurses as the largest health professional group are ideally positioned to provide basic nutrition care.
Design
Integrative Review
Methods
Whittemore & Knafl’s integrative review methodology guided this review. Appropriate search terms were used in seven databases (PubMed, Medline, Embase, ProQuest Nursing and Allied Health, the Royal College of Nursing Journals, Scopus) for Undergraduate nurses’ nutrition knowledge during the period 2010–2020. The quality of the studies was assessed using the Mixed Methods Appraisal Tool.
Results
Of the 250 studies identified, ten studies met the inclusion criteria: seven studies also investigated nurses’ eating patterns and health habits. Two themes emerged from data synthesis and analysis. Nursing students lack sufficient nutrition knowledge to develop the professional capacity to provide effective nutrition care to patients; nursing students’ eating patterns and health habits suggest insufficient nutrition knowledge for appropriate selfcare.
Conclusion
Improvements in undergraduate nutrition care are required. Consideration should be given to the inclusion of nutrition experts to guide nurse educators to develop and implement innovative nutrition care programmes.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272777
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103137[article]
Titre : Skills, competencies, and policies for advanced practice critical care nursing in Europe: A scoping review Type de document : Article Auteurs : Ingrid Egerod ; Gudrun Kaldan ; Sara Nordentoft ; Anders Larsen ; Suzanne Forsyth Herling ; Thordis Thomsen ; Ruth Endacott Année de publication : 2021 Article en page(s) : 103142 Note générale : https://doi.org/10.1016/j.nepr.2021.103142 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Europe ; Maladie grave ; Pratique factuelle (EBP) ; Soins de réanimation ; Soins infirmiersMots-clés : Vieillissement de la population Résumé : Objectives
Management of critically ill patients is changing due a rise in population age, comorbidity and complexity. To accommodate these changes, the demand is increasing for advanced practice nurses. More knowledge is needed regarding the role of advanced practice critical care nurses in European countries. The aim of the study was to review the literature describing skills and competencies required for advanced practice critical care nursing in Europe and to investigate related policy.
Review method
We performed a scoping review including papers published in 1992–2019 targeting policy and the intersection of advanced practice nursing (level of practice), critical care nursing (specialty area) and Europe (geographical origin).
Design and data sources
Main sources of evidence were PubMed, EMBASE, PsycINFO, CINAHL, Cochrane Library, SweMed+, Scopus, ERIC and Social Sciences Citation Index. We also searched grey literature, webpages, reference lists and performed hand-search.
Results
The search identified 11,478 papers/references of which 42 were included. Four levels of practice were identified with unclear boundaries: professional nurse, specialized nurse, advanced practice nurse and advanced critical care practitioner (nurse or other). Most skills and competencies described in the literature were generic to advanced practice and only few were area specific to critical care. Advanced practice critical care nurses were often unable to fulfil their role because education, supportive policy and legislation were lacking.
Conclusions
This scoping review informs the policy makers and the INACTIC study of existing advanced practice in critical care nursing in Europe. The advanced role in critical care nursing is characterized by inconsistency regarding policy, education, titles, roles, scope of practice, skills and competencies. Levels of practice and areas of specialization need to be clarified. Most skills and competencies identified were generic for advanced practice nursing and many were generic for any profession. Task-shifting from physician to nurse needs to be more clearly defined and patient outcomes described. Given the scarcity of papers in our target area, we believe it might be too early to conduct a systematic review at this time.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272780
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103142[article]
Titre : The use of clinical practice to facilitate community engagement in the Faculty of Health Science Type de document : Article Auteurs : Vistolina Nuuyoma ; Agnes Makhene Année de publication : 2021 Article en page(s) : 103102 Note générale : https://doi.org/10.1016/j.nepr.2021.103102 Langues : Anglais (eng) Descripteurs : HE Vinci
Milieu rural ; Stage de formation ; Stage de formation clinique ; Visites à domicileMots-clés : Engagement communautaire Résumé : Aim
This article seeks to describe how clinical practice can be used to facilitate community engagement in the Faculty of Health Science.
Design
The study followed a qualitative exploratory, descriptive and contextual design.
Methods
The study was conducted in the Faculty of Health Science at a public university in Namibia, Southern Africa. A total of 19 academic staff were purposively selected to participate in the focus group interviews. Thereafter, Giorgi’s method of phenomenological data analysis was used to analyse data. Lincoln and Guba’s strategies were used to establish trustworthiness. The ethical considerations followed Dhai and McQuoid-Mason’s four principles.
Results
The three themes that emerged as findings were: facilitation of community engagement through home visits as part of clinical practice; facilitation of community engagement through clinical rural placements; and facilitation of community engagement through interprofessional education and practice.
Conclusions
It is concluded that health science students and academic staff should conduct home visits, students’ placement should also include rural based facilities and allow inter-professional education and practice in clinical practice. However, there remains an overall need to explore for community engagement projects that may be conducted in rural settings. Additionally, a generic service-learning course for all undergraduate health science students may help facilitate community engagement through interprofessional education and practice.Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272781
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103102[article]
Titre : Preceptors’ experiences of peer learning in an intensive care unit Type de document : Article Auteurs : Anna Kjällquist-Petrisi ; Ami Hommel Année de publication : 2021 Article en page(s) : 103086 Note générale : https://doi.org/10.1016/j.nepr.2021.103086 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Unités de soins intensifsMots-clés : Apprentissage par les pairs Expériences des préceptrices Résumé : In Sweden, there is a lack of nurses with competence in intensive and critical care as well as experienced critical care nurses with a formal education in preceptorship. Using the peer learning model could be one way to assure the quality of critical care practice placements for post-graduate nursing students as this model requires only one preceptor for every two students. This study’s aim was to examine the experience of preceptors regarding peer learning at a university hospital intensive care unit. The study followed a qualitative descriptive design. The participants were nine preceptors with experience working as critical care nurses ranging from 3 to 24 years. Each preceptor was interviewed individually using a semi-structured interview guide. The data were subjected to conventional inductive content analysis. The analysis reveals three categories: collaboration and communication; responsibility; and psychosocial environment. Some preceptors felt responsible for the delivery of adequate clinical practice despite students having difficulties in communicating and collaborating with each other or being at different experience levels. While preceptors and students need more preparation and knowledge about peer learning it can, nevertheless, contribute to the development of collaboration and communication skills within the intensive care setting. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=272783
in Nurse Education in Practice > Vol. 54 (July 2021) . - 103086[article]
